SPROUTS CHILDCARE LIMITED

SPROUTS CHILDCARE LIMITED

Unique reference number (URN): 2763412 Address: Shakespeare Junior School, St. Catherines Road, Eastleigh, SO50 4JT Type: Childcare on non-domestic premises Registered with Ofsted: 07/11/2023 Registers: EYR, CCR, VCR Registered person: Sprouts Childcare Limited

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Behaviour, attitudes and establishing routines Strong standard

Children follow the routines with ease. For example, on arrival they put a high-visibility jacket on and then sit and wait to be registered. When they arrive at the out-of-school provision they independently put their belongings away. Children know what they are doing now and next as the routines are the same every day. For example, the children know when it is snack time. Parents have a lot of flexibility on booking and picking up their child. When children are not attending when planned they contact the club to inform staff. This helps to ensure that children are always safe.

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Behaviour, attitudes and establishing routines Strong standard

When children arrive, they sit and wait for all the children to join them from their classrooms. Staff remind children about the club rules and boundaries, which they follow with ease. For example, children understand rules, such as using manners and asking an adult if you need to leave the room. Children are also able to explain what to do if the fire alarm sounds. Leaders have been working hard on behaviour management at this setting with the staff, parents and children all involved. Staff are quick to address any minor instances of unacceptable behaviour. They talk to children and offer gentle reminders to help children to have fun and to stay safe. This has had a positive effect on the children's behaviour.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate extremely positive attitudes to the experiences provided. They enjoy the activities on offer and focus for a long period of time at their chosen activity. Staff consistently praise children for their high levels of engagement. For example, staff congratulate them on their writing skills, creations and following the rules. Staff develop strong relationships with the children. All children, including those with special educational needs and/or disabilities, are confident to ask for help and enjoy playing alongside the enthusiastic staff. If children have a problem, they approach staff to discuss this. Children show respect towards each other.

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Children's welfare and wellbeing Strong standard

Leaders create a safe and secure place for all children. Children are happy and enjoy attending the out-of-school provision. If children struggle to access the opportunities on offer, staff are quick to meet their needs by making adaptations. In particular, for those who have barriers to their learning. Children are eager to find out what activities are on offer and show great excitement to start playing. For example, they enjoy making Mother's Day pictures and cards. Children relish the wide variety of social opportunities and relish being with other children. They play alongside each other and demonstrate kind and respectful behaviours towards each other. For example, children take turns and share. Children are happy and show they have good self-esteem.

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Children's welfare and wellbeing Strong standard

Staff promote the importance of having a healthy lifestyle. Children join in with physical activities, which encourages them to move in a range of ways. Children love to play outside and readily choose this over being indoors, staff recognise this and plan engaging outdoor opportunities. Children learn about making healthy choices during snack time. For example, children choose from a range of foods that supports a balanced diet. Staff understand that children have different individual needs and they tailor to this well. For example, staff offer children extra food to help with their energy levels. Children have good self-care skills. For example, they wash their hands prior to eating. Children manage their own self-care routines and are very independent.

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Inclusion Strong standard

Staff support children with special educational needs and/or disabilities (SEND) well. They adapt their practice to meet the need of children with SEND and support them so they can join in with the activities provided. Leaders work with parents and staff in school to ensure they support the children the best they can. Leaders have also worked with inclusion officers and local charities to ensure they can support the children fully in their care. For instance, they have provided specialist strategies to support children with autism. This allows for the staff to meet every child's individual need. Staff have also undertaken online training to support children with SEND. All children can access the activities provided in this incredibly inclusive environment.

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Inclusion Strong standard

Children feel part of the group and enjoy the activities set up for them. Staff ensure they know everything they need to know about the children in their care prior to them attending the out-of-school setting. For example, leaders gain information from parents on children's needs, allergies and medication. Staff have worked with all the children for a long time and know them extremely well. They are aware of children who have barriers in their learning, such as those who struggle in a loud environment. Staff are quick to adapt their routine to support these children.

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Leadership and governance Strong standard

Leaders promote a good work-life balance for all staff. They care for staff wellbeing and offer staff ongoing support in their role. For example, they are in constant communication and have an 'open door' policy. Leaders consistently hold staff meetings, provide staff supervision opportunities and identify training for staff. For example, staff undergo regular safeguarding training and have all completed level 2 food hygiene qualifications. This helps to ensure children are always safe. Leaders are present and committed to evaluating the quality of service provided in an ongoing way to help ensure that children's experiences are of high quality. They update policies, procedures and risk assessments when necessary.

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Leadership and governance Strong standard

Leaders work in partnership with parents. They regularly ask for feedback and always look for ways of improving their practice. Leaders give parents a lot of flexibility with booking into the out-of-school provision as they understand the challenges the families face. The communication between staff and parents is highly effective. Leaders work with families to ensure that children are safe and their needs are always met. For example, leaders ask for specific information prior to the child attending. This is then accessible to all staff, when the child is in attendance. This helps to ensure that children's needs are consistently met.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

The children who attend this out-of-school setting demonstrate that they are extremely happy and safe. Staff collect them from their school and instantly show care and interest in each individual child. For example, staff welcome them and initiate conversation about their day. Staff know the children very well. Children follow the routines with ease. They follow the staff's instructions and know what they need to do next. They safely walk over to the out-of- school provision, where they join the older children. Children have a sense of belonging in this environment.

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About this setting

Unique reference number (URN): 2763412 Staff promote a positive atmosphere. They provide activities that keep children engaged and stimulated. Staff plan activities based on children's interests. For example, they engage in arts and crafts, constructing with bricks and play board games. Children particularly like playing outside, where they have access to large climbing equipment, ball games and build dens. Children relish these opportunities to explore the environment. Staff support and build on children's learning from school. For example, children create pictures using one handed tools. Staff praise children for their creations and children are proud of their accomplishments.

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About this setting

Children play alongside each other, initiating conversations and creating storylines. For example, children play with dough, creating a game of 'bake off', where they must create pretend foods as part of a competition. Staff play alongside the children and support when necessary. Children develop great social skills, demonstrating respect and kindness towards each other.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcome and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with leaders, staff and children during the inspection.

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About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Address:

Shakespeare Junior School St. Catherines Road Eastleigh SO50 4JT

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Sprouts Childcare Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 03:15 - 18:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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